nmm 22 4500ICPSR09389MiAaIm f a u cr mn mmmmuuuu150303s1990 miu f a eng d(MiAaI)ICPSR09389MiAaIMiAaI
National Education Longitudinal Study, 1988
[electronic resource]
United States Department of Education. National Center for Education Statistics
2006-01-18Ann Arbor, Mich.Inter-university Consortium for Political and Social Research [distributor]1990ICPSR9389NumericTitle from ICPSR DDI metadata of 2015-03-03.AVAILABLE. This study is freely available to ICPSR member institutions.Also available as downloadable files.
This collection represents the first stage of a major
longitudinal effort to provide trend data about critical transitions
experienced by students as they leave elementary school and progress
through high school and into college or their careers. The 1988
eighth-grade cohort will be followed at two-year intervals as this
group passes through high school and postsecondary education. The
longitudinal data collected will yield policy-relevant information
about educational processes and outcomes, early and later predictors of
dropping out, and students' access to programs and equal opportunity.
The study has four types of data files. The Parent Component was
designed to collect information about the factors that influence
educational attainment and participation, including questions exploring
family background and socioeconomic conditions and character of the
home educational system. The School Administrator component was
designed to gather general descriptive information about the
educational settings in which the surveyed students were enrolled in
the winter and spring of 1988. These data were collected from the chief
administrator of each base-year school and concern school
characteristics, grading and testing structure, school culture and
academic climate, program and facilities information, parental
interactions and involvement, and teaching staff characteristics. The
Student Component collected information on school work, aspirations,
social relationships, and basic achievement areas such as reading,
mathematics, science, and social studies. The Teacher Component
provided data that could be used to analyze the behaviors and outcomes
of the student sample. Teachers were surveyed about the base-year
students' characteristics and performance in the classroom, curriculum
and classes for eighth graders, and teacher demographics, professional
characteristics, and relationships with other teachers, students, and
parents.
Cf.: http://doi.org/10.3886/ICPSR09389.v1
teacher student relationshipicpsrtest scoresicpsradolescentsicpsracademic achievementicpsrcognitive functioningicpsrcurriculumicpsreducational testingicpsreducational trendsicpsrfamily backgroundicpsreducational environmenticpsreducational opportunitiesicpsrhome environmenticpsrjunior high school studentsicpsrlearningicpsrschool attendanceicpsrsocioeconomic statusicpsrstudent participationicpsrICPSR XVII.C.1. Social Institutions and Behavior, Socialization, Students, and Youth, United StatesNACDA II. Social Characteristics of Older AdultsICPSR V.A. Education, United StatesUnited States Department of Education. National Center for Education StatisticsInter-university Consortium for Political and Social Research.ICPSR (Series)9389Access restricted ; authentication may be required:http://doi.org/10.3886/ICPSR09389.v1 nmm 22 4500ICPSR09859MiAaIm f a u cr mn mmmmuuuu150303s1993 miu f a eng d(MiAaI)ICPSR09859MiAaIMiAaI
National Education Longitudinal Study, 1988
[electronic resource] First Follow-up (1990)
United States Department of Education. National Center for Education Statistics
1999-08-18Ann Arbor, Mich.Inter-university Consortium for Political and Social Research [distributor]1993ICPSR9859NumericTitle from ICPSR DDI metadata of 2015-03-03.AVAILABLE. This study is freely available to ICPSR member institutions.Also available as downloadable files.
This data collection presents follow-up data for the
NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The
base-year study collected information from student surveys and tests
and from surveys of parents, school administrators, and teachers. It
was designed to provide trend data about critical transitions
experienced by students as they leave elementary school and progress
through high school and postsecondary institutions or the work
force. This collection provides the first opportunity for longitudinal
measurement of the 1988 baseline samples. It also provides a point of
comparison with high school sophomores from ten years before, as
studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF
STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study
captures the population of early dropouts (those who leave school
prior to the end of the tenth grade), while monitoring the transition
of the student population into secondary schooling. The student
component (Part 1) collected basic background information about
students' school and home environments, participation in classes and
extracurricular activities, current jobs, and students' goals,
aspirations, and opinions about themselves. The student component also
measured tenth-grade achievement and cognitive growth between 1988 and
1990 in the subject areas of mathematics, science, reading, and social
studies. The school component (Part 3) supplies general descriptive
information about the educational setting and environment in which
surveyed students were enrolled. These data were collected from the
chief administrator of each base-year school and cover school
characteristics, grading and testing structure, school culture and
academic climate, program and facilities information, parental
interactions and involvement, and teaching staff characteristics. The
dropout component (Part 5) provides data on the process of dropping
out of school as it occurs from eighth grade on. Variables include
school attendance, determinants of leaving school, self-perceptions
and attitudes, work history, and relationships with school personnel,
peers, and family. The teacher component (Part 7) was administered to
teachers of follow-up students in four basic subject areas:
mathematics, science, English, and history. The questionnaire elicited
teacher evaluations of student characteristics and performance in the
classroom, curriculum information about the classes taught, teacher
demographic and professional characteristics, information about
parent-teacher interactions, time spent on various tasks, and
perceptions of school climate and culture.
Cf.: http://doi.org/10.3886/ICPSR09859.v1
learningicpsrparental influenceicpsrschool attendanceicpsrschool dropoutsicpsrsecondary educationicpsrself concepticpsrsocioeconomic statusicpsrstudent participationicpsrteacher student relationshipicpsrteachersicpsrtest scoresicpsradolescentsicpsracademic achievementicpsraspirationsicpsrcareer goalsicpsrcognitive functioningicpsrcurriculumicpsreducational testingicpsreducational trendsicpsrfamily backgroundicpsreducational environmenticpsreducational opportunitiesicpsrhigh school studentsicpsrhome environmenticpsrjob historyicpsrjunior high school studentsicpsrICPSR V.A. Education, United StatesICPSR XVII.C.1. Social Institutions and Behavior, Socialization, Students, and Youth, United StatesNACDA II. Social Characteristics of Older AdultsUnited States Department of Education. National Center for Education StatisticsInter-university Consortium for Political and Social Research.ICPSR (Series)9859Access restricted ; authentication may be required:http://doi.org/10.3886/ICPSR09859.v1 nmm 22 4500ICPSR06448MiAaIm f a u cr mn mmmmuuuu150303s1995 miu f a eng d(MiAaI)ICPSR06448MiAaIMiAaI
National Education Longitudinal Study, 1988
[electronic resource] Second Follow-Up (1992)
United States Department of Education. National Center for Education Statistics
1995-03-16Ann Arbor, Mich.Inter-university Consortium for Political and Social Research [distributor]1995ICPSR6448NumericTitle from ICPSR DDI metadata of 2015-03-03.AVAILABLE. This study is freely available to ICPSR member institutions.Also available as downloadable files.
This data collection presents second follow-up data for the
NATIONAL EDUCATION LONGITUDINAL STUDY, 1988 (ICPSR 9389). The base-year
study, which collected information from student surveys and tests and
from surveys of parents, school administrators, and teachers, was
designed to provide trend data about critical transitions experienced
by students as they leave elementary school and progress through high
school and postsecondary institutions or the work force. The first
follow-up, NATIONAL EDUCATION LONGITUDINAL STUDY, 1988: FIRST FOLLOW-UP
(1990) (ICPSR 9859), provided the first opportunity for longitudinal
measurement of the 1988 baseline samples. It also provided a point of
comparison with high school sophomores from ten years before, as
studied in HIGH SCHOOL AND BEYOND, 1980: A LONGITUDINAL SURVEY OF
STUDENTS IN THE UNITED STATES (ICPSR 7896). Further, the study captured
the population of early dropouts (those who leave school prior to the
end of the tenth grade), while monitoring the transition of the student
population into secondary schooling. The second follow-up provides a
cumulative measurement of learning in the course of secondary school,
and also supplies information that will facilitate investigation of the
transition into the labor force and postsecondary education after high
school. The 1992 student component collected basic background
information about students' school and home environments, participation
in classes and extracurricular activities, current jobs, and their
goals, aspirations, and opinions about themselves. The student
component also gathered data about the family decision-making structure
during the critical transition from secondary school to postsecondary
education or the work environment. The 1992 school component solicited
general descriptive information about the educational setting and
environment in which surveyed students were enrolled. These data, which
were collected from the chief administrator of each base-year school
with sample members still in attendance, cover school, student, and
teacher characteristics, school politics and programs, and school
governance and climate. The 1992 teacher component was administered to
teachers of second follow-up students in one of two basic subject
areas: mathematics or science. The questionnaire elicited teacher
evaluations of student characteristics and performance in the
classroom, curriculum information about the classes taught, teacher
demographic and professional characteristics, information about
parent-teacher interactions, time spent on various tasks, and
perceptions of school climate and culture. The dropout component
provides data on the process of dropping out of school as it occurs
from eighth grade on. Variables include school attendance, determinants
of leaving school, self-perceptions and attitudes, work history, and
relationships with school personnel, peers, and family. The parent
component provides information about the factors that influence
educational attainment and participation, including family background,
socioeconomic conditions, and character of the home educational system.
This component was present in the base-year survey but not in the first
follow-up.
Cf.: http://doi.org/10.3886/ICPSR06448.v1
junior high school studentsicpsrlearningicpsrparental influenceicpsrpost secondary educationicpsrschool attendanceicpsrschool dropoutsicpsrsecondary educationicpsrself concepticpsrsocioeconomic statusicpsrstudent participationicpsrteacher student relationshipicpsrteachersicpsrtest scoresicpsrwork environmenticpsrfamily backgroundicpsreducational environmenticpsreducational opportunitiesicpsrhigh school studentsicpsrhome environmenticpsrjob historyicpsradolescentsicpsracademic achievementicpsraspirationsicpsrcareer goalsicpsrcognitive functioningicpsrcurriculumicpsrdecision makingicpsreducational testingicpsreducational trendsicpsrNACDA II. Social Characteristics of Older AdultsRCMD III. EducationICPSR V.A. Education, United StatesUnited States Department of Education. National Center for Education StatisticsInter-university Consortium for Political and Social Research.ICPSR (Series)6448Access restricted ; authentication may be required:http://doi.org/10.3886/ICPSR06448.v1